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Counseling & Testing

Counseling and Testing Center
Mary E. Forney Hall, Rm 306
1210 Blake Avenue
University of Idaho
Moscow, ID 83844-3140
phone: 208-885-6716
fax: 208-885-4354

Hours

Counseling and Testing Center Hours
Monday-Friday
8:00 am-5:00 pm (academic year)
Monday-Friday
7:30 am-4:30 pm (summer)

Testing Number

Testing Phone: 885-5138

Crisis Numbers

CTC After-hours Crisis Line: 208-885-6716

National Suicide Prevention Lifeline: 1-800-273-8255

Competency Based Training Goals

TRAINING GOALS

The internship is designed to offer supervised experiences to interns who wish to further develop their skills by providing the varied services offered through a university counseling center. This internship prepares interns to work with an adult population in an outpatient setting. Broadly stated, the training goals are:

 

Goal #1

  • The main goal of the internship training program, in conjunction with the mission and goals of the Counseling & Testing Center, is to train interns to develop competency in delivering a broad range of psychological services and skills in preparation for entry-level practice.

 

Goal#2

  • To train interns to develop competency to “work effectively with diverse others in assessment, treatment, and consultation.

 

Goal #3

  • To train interns to develop a sense of professional identity and practice professional and ethical behavior in preparation for entry-level practice.

 

REQUIRED APA INTERNSHIP CURRICULUM &TRAINING DOMAINS

  • Theories and Methods of Assessment and Diagnosis
  • Theories and Methods of Effective Intervention
  • Theories and Methods of Empirically Based/Supported Treatments
  • Theories and/or Methods of Consultation
  • Theories and/or Methods of Evaluation
  • Theories and/or Methods of Supervision
  • Strategies of Scholarly Inquiry
  • Issues of Cultural and Individual Diversity

COMPETENCIES

In order to meet the training goals, interns are expected to acquire specific competencies that are fundamental to the practice of Professional Psychology. The competency areas are based on the Required Curriculum Domains described above and on the Assessment of Competency Benchmarks Work Group: A Developmental Model for the Defining and Measuring  Competence in Professional Psychology (2007), convened by the APA Board of Educational Affairs in collaboration with the Council of Chairs of Training Councils (CCTC). A more detailed description of the competencies may be found at: http://www.asppb.net/files/public/2007%20meetings/2007%20Midyear%20Meeting%20Handouts/07_Benchmarks_document.pdf .

Major Internship Competencies Pertaining to Training Domains

(These competencies are considered foundational to the practice of professional psychology. Interns are formally evaluated in each of these competency domains.)

  • Consultation & Outreach
  • Counseling
  • Diversity: Individual and Cultural Differences
  • Professional & Ethical Practice
  • Psychological Testing & Assessment
  • Supervision (of Practicum Students)

 

Minor Internship Training Competencies

(These competencies are considered an adjunct to the practice of professional psychology. Interns are also evaluated on these competencies.)

  • Alcohol & Drug Assessment, Counseling & CHOICES Rotation
  • Biofeedback
  • Psychiatry Rotation 

EVALUATION of INTERN COMPETENCIES

Evaluation and feedback are an integral part of the training process. Feedback is used to gauge progress, recognize strengths and weaknesses, and set goals for continued growth and development. Each semester, interns identify specific learning objectives, goals, and special interest areas, and establish a work schedule and contract for the semester. The contract is developed in conjunction with and subject to the approval of the Training Director and the individual supervisor.

  1. Evaluation Procedures
  • Informal, Ongoing Feedback and Evaluation

Informal feedback and evaluation from the intern’s individual supervisor or other training faculty may occur at any time during the year as an integral part of the training experience.

  • Mid-Semester Review

Training faculty provide a brief written summary of intern progress and performance to date. The Training director meets with the intern and the individual clinical supervisor for the mid-term evaluation.

  • End of Semester Evaluation of Intern Competencies
Formal evaluations occur at the end of fall, spring, and summer semesters. Faculty supervisors complete a written performance evaluation of intern competencies for each training component. The intern presents a self- evaluation and summary of his or her progress and also receives feedback from all faculty and supervisors involved in the intern’s training program. Training faculty also discusses and reviews intern progress at regular intervals throughout the year.
  • Submission of Evaluations to the Intern’s Academic Program

The Training Director sends copies of the evaluations to each intern's doctoral program at the end of each semester. If the intern’s doctoral program has their own evaluation form and timeline that differs from that of the Counseling Center Internship, then it is the responsibility of each intern to provide it to the Training Director in a timely manner for submission to their academic program. The Director of Training retains a copy of all evaluations in a permanent folder for each intern.

 

1.     Criteria for Evaluation of Intern Competencies

Supervisors use a 6 - point rating scale to rate intern performance on specific skills and behaviors and a 3 - point Global Rating of Intern Performance in each competency area. There is a separate evaluation with behaviorally defined anchors for each competency.

  • Passing Criteria for Competencies: Itemized Ratings

Interns are expected to achieve a minimum average of “3-Proficiency Level”, on specific skills and professional behaviors itemized on the evaluation forms (see Appendix IX) in order to pass. If an intern does not achieve that level, then a remediation plan will be developed to assist the intern in meeting the acceptable level of performance. If the intern is deficient in a few specific areas but does meet the overall average for passing then the intern, individual supervisor, and training director will develop an informal plan to assist the intern in improving their skills in the designated area.


Scale for Rating Competencies

6= Expert Competency Level. Performs at the independent practice level in this area and is capable of teaching others in this area.  Performs without the need of supervision, but consults when appropriate.

5= Advanced Competency Level. Performs above the expected level of development. Displays mastery of routine tasks and skill and most advanced tasks and skills. Could continue to benefit from some supervision on advanced tasks and skills.

4= Intermediate Competency Level. Performs above the expected level of development. Displays mastery of routine tasks in this area and some advanced tasks and skills. Requires periodic supervision of advanced tasks and skills.

3= Proficiency Competency Level. Performs at the expected level of development. Demonstrates the ability to carry out routine tasks and skills with periodic supervision. Requires ongoing supervision and training for the development and performance of advanced tasks and skills. 

2= Novice Competency Level. Performs at the expected level of development for a beginning intern. Requires supervision and monitoring in carrying out routine tasks and skills. Requires significant guidance, training, and ongoing supervision for developing and performing advanced tasks and skills.

1= Remedial Competency Level. Performs below the expected level of development for an intern. Not able to perform basic tasks and skills adequately. Remedial work is required.

N/A = Not Applicable. Evaluator does not have adequate information to rate intern on this item.


  1. Passing Criteria for Global Evaluation Of Intern Performance

In addition, supervisors are asked to provide a Global Rating of Intern Performance in each competency area. Interns are expected to achieve a minimum Global Performance Rating of 2-“Performing at the expected level of development”, in order to pass. If they do not achieve that level, then a formal remediation plan will be developed to assist the intern in meeting the acceptable level of performance.


Scale for Global Evaluation Of Intern Performance

Level  3 The intern is performing above the expected level of development.

Level 2 The intern is performing at the expected level of development. Any problems are regarded as part of the normal professional growth and development process.

Level 1 (Unsatisfactory). The intern is performing below the expected level of development and professional functioning. A remedial plan will be developed and implemented to address the problems.

Exit Criteria

Interns must also meet specific Exit Criteria to successfully complete the internship:

  • Complete a full-time internship with at least 25% (500 hours) of that time spent providing direct, face-to-face psychological services.
  • Achieve a minimum average of “3-Proficiency Level”, on the Scale for Rating Competencies on the “Evaluation of Intern Competencies” Form at the end of each formal evaluation period in order to pass. This is considered to be the minimal level of skill required to function in most entry-level positions.
  • Achieve a minimum satisfactory Global Performance Rating (2 or 3) in all required competencies on the “Evaluation of Intern Competencies” Form at the end of each formal evaluation period. This is considered to be the minimal level of skill required to function in most entry-level positions.
  • If an intern is required to participate in a remediation plan to address deficiency areas, the intern must demonstrate that they have followed the prescribed procedures and have achieved an acceptable level of professional functioning within the time frame specified.
  • Complete all written records and reports.
  • Complete all specified requirements and learning activities.
  • Complete a final Evaluation with the TD and individual supervisor.
  • Complete all required exit evaluations of supervisors and the training program.
  • Limited Endorsement. In some cases, ratings that fall below the established criteria (minor improvements recommended and the intern has demonstrated competency in foundational areas) may be sufficient to allow the intern to pass with the endorsement of the Training Director.

EVALUATION of INTERNSHIP by INTERNS

Interns have opportunities to provide feedback and evaluation about their training and supervision experiences to the training faculty, their individual supervisor, and/or the Training Director at any time during the program.

  1. EVALUATION PROCEDURES
  • Informal, Ongoing Feedback and Evaluation

Interns may provide informal feedback and evaluation about their training and supervision experiences to the training faculty, their individual supervisor, and/or the Training Director at any time.

  • Mid-Semester Informal Evaluation

Interns provide oral and written feedback about their training and supervision experiences to their individual supervisor and the Training Director during the Mid-Semester Review.

  • Evaluation of Individual Supervisor

Interns complete a formal, written evaluation of their individual supervisor each semester.

  • Evaluation of Internship Program

Interns complete formal, written evaluations of their internship overall training experience at the end of the fall and spring semesters.

  • Exit Evaluation of Internship Program

Interns complete a comprehensive written evaluation of the internship program at the end of the internship year. The feedback and evaluation materials are used to help ensure that the training program is flexible and responsive to the unique interests, needs, and abilities of each intern and make adjustments as needed to enhance the overall quality of the internship program.

  • Post-Internship Evaluation

Interns complete a comprehensive written evaluation of the internship program following the end of their first year of professional practice. They are asked to rate how well the internship prepared them for entry level practice in specific areas of competency. Their post-internship feedback and evaluation materials is valuable in ensuring that the training program is preparing interns for the changing conditions of entry level practice and is used to make adjustments as needed to enhance the overall quality of the internship program. 

DUE PROCESS

The internship program has policies in place that: 1.) Define The Responsibilities of Both The Intern and the Training Program; 2.) Clarify the Training Program’s Expectations and Guidelines for Interns Regarding Professional Behavior, Professional Skills and Competencies and Personal Functioning; 3.) Define What Constitutes A Problem; and 4.) Clarify Due Process Procedures to be followed when an issue becomes problematic. A copy of the Due Process Procedures are available to applicants upon request and is distributed to new interns at the beginning of internship.